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The Historical Implications of the Struggle for Civil Rights on Culture, Education, and Politics in the 21St Century

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The Historical Implications of the Struggle for Civil Rights on Culture, Education, and Politics in the 21St Century “Everybody But Me”: The Historical Implications of the Struggle for Civil Rights on Culture, Education, and Politics in the 21st Century Erin Bloom Wagner Middle School Overview Rationale Background Objectives Strategies Classroom Activities / Sample Lesson Plans Bibliography / Resources Appendices / Standards I swear to the Lord/I still can’t see/ Why Democracy means/Everybody but me. (Langston Hughes) Overview While the Civil Rights era is one of mass importance in the context of American history as a whole, this era is given little attention in the current curriculum of our nation’s elementary and middle schools. Perhaps it’s eluded to avoid controversy or confusion, or perhaps it is due to the intricacies of the era. Thus, when students enter sixth grade and embark on their middle school journey, they bring very little background knowledge of the subject with them, and therefore, are unable to draw on the prior knowledge necessary to develop a deep understanding of movement, its implications, and its relevance in their lives. Furthermore, they are ill equipped to delve into its intricacies with the insight necessary to performing a historical analysis or making linear connections to the civil and racial happenings in today’s American society. In order to combat this phenomenon, educators must create and implement a study of the Civil Rights era in a manner that provides both historical context and proves meaningful and relevant for students. They must provide students with a counter- narrative that includes factual events. Through the exploration of relevant texts, from both primary and secondary sources, students develop a better sense of the brevity of the era and its far-reaching implications. Students are encouraged to draw connections between the current state of education and politics in the United States with historical events and to create a linear model of these events from 1950s to present day. Texts such as SNCC Chairman, John Lewis’, speech “Patience is a Dirty and Nasty Word” and Phillip Hoose’s Claudette Colvin: Twice Toward Justice, provide students with both a firsthand account of the events of the era as well as a lens into the broader events of the time. Through the study of these texts, students will learn that the movement didn’t simply happen overnight—rather, a series of complicated, often strategized events from lesser known individuals and groups amassed to create a larger, transforming movement. Additionally, in exploring texts such as President Obama’s Second Inaugural Address and his Philadelphia address, “Speech on Race,” students are further encouraged to make correlations between past and current events. This unit will provide a means for teaching the civil rights movements in a meaningful way for students, presenting the lesser-known heroes of the movement, as well as providing context for many of the more popular events of the period. In exploring relevant themes of race, protest, and social justice in both primary and secondary texts, students will interact meaningfully with the texts and be prompted to respond to these externalities as a means of instilling a sense of empowerment in their own lives. Additionally, students will engage with a variety of texts, both fiction and nonfiction, to develop a more well-rounded sense of the movement and its complexities, as well as its relevance in today’s society. Rationale Given their lack of background knowledge on the Civil Rights movement, students are less likely to connect to its important themes, values, and the lessons it provides on social justice, as well as, the nature of change and continuity in history. Without going beyond the surface level of the “I Have a Dream” speech and Rosa Parks’ momentous decision to remain at the front of the bus, educators are providing a disservice to their students. However, in providing a greater context of the Civil Rights movement and presenting in its relevance to current situations and systems in the United States, educators are able to better reach students and aid them in forging the connection of the historical period to their own lives. While, as aforementioned, there is a vast array of texts useful in exploring the historical themes of race and education, a few of those examined in this unit include: “Patience is a Dirty and Nasty Word”, a speech by SNCC Chairman, John Lewis Although it is lesser known than King’s “I Have a Dream” speech, Lewis’ “Patience is a Dirty and Nasty Word” was delivered on the same day at the March on Washington. Much of Lewis’ speech was censored before its delivery due to his controversial comments. Lewis was a veteran of the civil rights movement and his voice is an integral, through often forgotten, part of the movement. Claudette Colvin: Twice Toward Justice, by Phillip M. Hoose In this award-winning biography, Hoose introduces readers to Claudette Colvin, a fifteen year-old African American girl, who in 1955 refused to give up her seat on the bus to a white woman in Montgomery, Alabama. Alternating between historical background information and lengthy passages from the words of Colvin herself, Hoose shines light on a teen that stood up for her rights at a very tumultuous point in our nation’s history. “Speech on Race,” a speech by President Barack Obama Delivered during his Presidential Campaign on March 18, 2008, President Obama’s “Speech on Race” is considered an enduring example of American political rhetoric. The speech was delivered at Philadelphia’s Constitution Center and proved a pivotal moment in the President’s campaign. It provides students with a link between the civil rights movement of the past and the nation’s current political and racial situation. “One Today,” a poem by Richard Blanco In his 2013 inaugural poem for President Obama, Blanco recounts a day in America—from sunrise to sunset—across diverse settings in our nation’s landscape. The repetition of the motif of “one” throughout the poem lends to the sense of a united people who are similar in their vision of hope for the future. With the delivery of this poem, Blanco became the first openly gay and Latino Inaugural Poet. “The Black Man Speaks” and “Democracy,” poems by Langston Hughes Overall, “Everybody But Me” will be differentiated to address multiple learning levels and learning styles. It will align with district, state, and national education standards. Through this curriculum unit, students will use a variety of modalities to read, write, respond to, conduct research, and create works related to the Civil Rights era its implications on the state of education in present day United States. Background I intend to teach this unit in all three of my sixth grade Literacy classes at Wagner Middle School. My students are divided into three sections—each section is inclusive and is comprised of Special Education students, Emotional Support students, Gifted Education students, and Regular Education students. The school itself is a comprehensive, neighborhood school in the West Oak Lane section of Northwest Philadelphia. Our school has seven QZAB labs (classrooms with seventeen laptops, a Promethean board and an LCD projector), and I am lucky to be in a classroom with one of them. Nearly one hundred percent of the population comes from the immediate vicinity of the school, which is located at 18th Street and Chelten Avenue. The student body is comprised of approximately 600 students whose ethnic makeup is 97.1% African American and >3% Latino or Asian. Over 76% of students qualify for Free Lunch and 36% receive Special Education services. This unit was written to accommodate all classrooms, regardless of access to technology or demographic variations. All of the lessons in “Everybody But Me” can be modified to meet the needs of educators in various circumstances, as long as a copier and reasonable access to the historical documents are attainable. Objectives This unit is intended for use with students in an inclusive sixth grade Literacy and Social Studies classroom in a middle school setting. Students spend 75-90 minutes daily in Literacy class, with an additional 45 minutes allotted for Social Studies, and one day per week reserved for Writing. By the end of the unit, students will be able to: Perform a close reading of primary sources (“Patience is a Dirty and Nasty Word” and “Speech on Race”) Determine the author’s purpose for writing a text (to persuade, to inform, or to entertain readers) and analyze how the author achieved this purpose Differentiate between fact and opinion in a nonfiction text to determine bias and the validity of the source Compare and contrast historical fiction, nonfiction, and poems with similar topics and themes Write an argumentative essay on the topic of education and race in the United States and support claims with logical reasoning Read and comprehend fiction and literary nonfiction by completing comprehension questions and related activities (for all selections in the unit) Beyond the technical level and development of foundational standards, students will also be encouraged to continue to read and to utilize the growing list of related texts as a means of exploring the historical implications of race and education on the present system of education in the United States. In addition to completing class activities related to each of these standards, students will use the research process and expository writing skills develop their own opinion and understanding of history and its impact on present events. Strategies Throughout the unit, a variety of strategies will be employed to ensure that students are analyzing, internalizing, and fully comprehending the material presented in each lesson. The strategies are used to support all types of learners in the development of their reading, writing, thinking, and listening skills as they relate in Literacy, Social Studies, and across the curriculum.
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